Mid-Western Educational Researcher最新文献

Emergent Design Thinking, Rigorous Research, and Perseverance: Comments from a Keynote Address 新兴设计思维、严谨研究和坚持不懈：主题演讲评论

Mid-Western Educational Researcher Pub Date : 2023-12-01 DOI: 10.25035/mwer.35.02.04

John Hitchcock

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https://scholarworks.bgsu.edu/mwer/vol35/iss2/5/ https://scholarworks.bgsu.edu/mwer/vol35/iss2/5/

Mid-Western Educational Researcher Pub Date : 2023-12-01 DOI: 10.25035/mwer.35.02.05

Clyde Barnett

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Making the Most of the Peer Review Process 充分利用同行评审程序

Mid-Western Educational Researcher Pub Date : 2023-12-01 DOI: 10.25035/mwer.35.02.06

Christy Horner, Sherri Horner, Richard Maguire

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Using Intercultural Sensitivity to Predict Culturally Responsive Classroom Management Self-Efficacy among Preservice Teachers 利用跨文化敏感性预测职前教师的文化适应性课堂管理自我效能感

Mid-Western Educational Researcher Pub Date : 2023-12-01 DOI: 10.25035/mwer.35.02.03

Christopher Estepp, Jennifer Beasley, Stephen Burgin, Donald Johnson

{"title":"Using Intercultural Sensitivity to Predict Culturally Responsive Classroom Management Self-Efficacy among Preservice Teachers","authors":"Christopher Estepp, Jennifer Beasley, Stephen Burgin, Donald Johnson","doi":"10.25035/mwer.35.02.03","DOIUrl":"https://doi.org/10.25035/mwer.35.02.03","url":null,"abstract":"As student diversity increases, it is imperative that Educator Preparation Programs (EPPs) prepare preservice teachers to manage these classrooms. Educators are expected to possess the skillset, experience, and confidence necessary to engage diverse students from varying cultural backgrounds. Thus, intercultural sensitivity is an important affective trait for teachers, however, the connection between intercultural sensitivity and self-efficacy for culturally responsive classroom management has not been well documented in the preservice teacher literature. In this study, one mid-southern university examined the relationship between preservice teachers’ perceptions of their intercultural sensitivity and their self-efficacy for tasks related to culturally responsive classroom management. Findings indicated that preservice teachers are confident in their ability to manage classrooms in a culturally responsive manner and that intercultural sensitivity significantly predicted and explained about a third of variance in culturally responsive classroom management self-efficacy. While EPPs could consider requiring coursework in cultural diversity and classroom management, the results of this study indicated that coursework alone was not enough to improve preservice teachers’ self-efficacy.","PeriodicalId":503101,"journal":{"name":"Mid-Western Educational Researcher","volume":"79 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139187602","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

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Examining the Digital Divide in Education during COVID-19 from Teachers' Perspectives 从教师的视角审视 COVID-19 期间教育领域的数字鸿沟

Mid-Western Educational Researcher Pub Date : 2023-12-01 DOI: 10.25035/mwer.35.02.02

Elife Ceviker, Tuba Gezer

{"title":"Examining the Digital Divide in Education during COVID-19 from Teachers' Perspectives","authors":"Elife Ceviker, Tuba Gezer","doi":"10.25035/mwer.35.02.02","DOIUrl":"https://doi.org/10.25035/mwer.35.02.02","url":null,"abstract":"The outbreak of COVID-19 resulted in unprecedented school closures in education, leading online education to become “the new normal.” Concurrently, emergency online instruction further exacerbated what is known as the digital divide, one of the contributing factors to inequality of educational opportunities. The purpose of our research is to examine in what ways the digital divide influences teachers and students during COVID-19. A better understanding of teachers' perceptions of teaching online and the digital divide can offer more information for effective teaching during the pandemic. In this multi-method study, researchers collected data from 36 teachers through Likert scale questions and open-ended survey questions. The findings indicated that first- and second-level digital divides are the main problems affecting online education during the COVID-19 outbreak. Some students might not benefit from online learning due to the digital divide. Lack of access to technology and the internet, first-level digital divide, affected primarily students from lower SES. Further, even though some students had access to technology and the internet, students' and teachers' information and communication technology (ICT) skills, second-level digital divide, impacted how they use technology and profit from online education. Teachers need support to improve their own ICT skills, as well as their students, to reduce the impact of the digital divide in education.","PeriodicalId":503101,"journal":{"name":"Mid-Western Educational Researcher","volume":"169 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139191920","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0